Creating a New Type of Relationship for our New Post-Traditional Students

The identity of today’s college student has changed immensely compared to those from just ten years ago.  What we once thought of as the “non-traditional” or “post-traditional” student, one who is beyond 24 years old, married, and working, is now one of the largest growing population in higher education in the United States (Jenkins, 2012).  Our once “non-traditional” or “post-traditional” student is now our new traditional student in higher education as there has been a significant increase in students over the age of 25, and a similar expected enrollment trend to continue through 2024 (U.S. DOE, NCES, 2016).

With the growing “post-traditional” enrollment trend, how must we in higher education, and specifically student affairs, address the unique differences of this particular student type while maintaining a fruitful relationship with the student?  Just recently, I transitioned to a new location with my same institution to serve mostly post-traditional students.  I have had the opportunity to learn first-hand the number of significant differences between our traditional and now post-traditional students.   The differences go beyond their in-classroom relationships that can affect their academic success, and include the impact of their soft-skills and connections built with student affairs professionals.  

The majority of my post-traditional students are in their thirties returning to college from either having transferred directly from a community college, returning to college from another four-year university, or returning to their home institution after a long hiatus.  Several are females who are multi-tasking a number of other life happenings, commuting daily, enrolled part-time, and yet are determined to complete their education.  What has really resonated most with me, is that nearly all are somewhat fearful of the added responsibility as they will have another obligation to try and balance in their already hectic life.  Why should student affairs be responsible for recognizing and managing these fears?

As student affairs professionals, we may be able to relate to our post-traditional students’ fears of perhaps lacking academic and social skills, returning to a university after being absent for several years, and the advanced technologies they will now be expected to know.  What we may not realize is the way we deliver our student support services to our post-traditional students can make a world of difference in what they will view as an opportunity or as a challenge.  Student affairs professionals should take responsibility to guide all students as we attempt to keep them focused and striving towards academic success.  Our post-traditional students may require a bit more finesse as we strive to empower them with skills needed to navigate throughout our overall higher education and institutional systems.  The added consideration may assist the students in becoming confident and successful in mastering the student support services our institutions offer.

While there is an entirely different conversation to addressing the post-traditional student learner from an academic perspective, there are areas to consider as a student affairs division.  Student affairs professionals can create a healthy and prolific relationship with post-traditional students by appreciating all they have to offer as a person.  Many of these students join us from a number of diverse backgrounds, with a wealth of professional work experience, are raising a family, caring for their parents, and engulfed in a number of community partnerships and/or volunteer responsibilities.  It is our responsibility to recognize they are knowledgeable in their own way in their own profession, but may not fully understand our university processes or language.  We must respect their learning curve while orienting them to their new college life expectations and be patient as we will need to remind them along their journey.  We must be mindful of their schedules and provide student support services outside of the typical 8-5pm work day as being present when the student is available can create excellent retention initiatives.  Providing on-site child care so the student can attend class, deal with the business office, receive career counseling, and work with their advisor is another proponent of developing and presenting greater appreciation of the post-traditional student type.  Additionally, infrastructure permitting, move to providing online services available 24/7 to all students so the student does not have to choose between one of their other life responsibilities and a meeting with the Financial Aid office.

Once there was a time when building a relationship meant visiting with my traditional freshman student about last night’s basketball game. However, I now realize my ‘post-traditional’ student would appreciate a thorough degree assessment, intrusive advisement, and a clear path for preparation of next semester’s schedule. They want to make the best of what little spare time they have to dedicate to another one of their many responsibilities.  There is nothing wrong with either type of relationship, but as a ‘traditional’ student affairs professional, I have to remember not to take it personal and move forward by adjusting my approach to the “type” of student who is sitting across from me at that very minute.

Thomasinia is the Director of Santa Fe Center at New Mexico Highlands University.  Thomasinia currently serves as the New Mexico State Membership Representative for NASPA Region IV-West.  Thomasinia can be reached at [email protected].  

References

Jenkins, R.  (2012).  The new ‘Traditional Student’.  The Chronical of Higher Education.  Retrieved from:  http://www.chronicle.com/article/The-New-Traditional-on/135012/

Soares, L.  (2013).  Post-traditional learners and the transformation of postsecondary education:  A manifesto for college leaders.  American Council on Education.  Retrieved from:  http://www.acenet.edu/news-room/Pages/Post-traditional-Learners-and-the-Transformation-of-Postsecondary-Ed.aspx

U.S. Department of Education, National Center for Education Statistics. (2016). Digest of Education Statistics, 2014 (NCES 2016-006), Chapter 3.